Hamlet Test


Directions:
Answer each question in no more than a paragraph and no less than a sentence. Your answer will be graded on how well you answer your question as well as how accurate it is.

QUESTION#1 Watch and then answer the question that follows.

Why is Hamlet so angry?


QUESTION #2 Watch and then answer the question that follows.

What is Hamlet thinking about?


QUESTION #3 Watch and then answer the question that follows.

Who was Yorick, and why is this scene important?


QUESTION #3 Watch and then answer the question that follows.



What is Hamlet thinking about?







FOR NEXT TIME:

•more direct instruction

•limit to two weeks

• add structure

•technology instruction

•poll groups on technology expertise

•monitor roles carefully

hamlet 2.0


hamlet 2.0 is a fully integrated internet-based curriculum that teaches Shakespeare's Hamlet
and a technology skill-set simultaneously, using a blend of hands-on student-centered projects,
direct instruction and social constructivist methods. The content and skills that students need
to complete their projects are presented in multimedia format here as an example what they can
do. The DESE Framework focused upon here is 27.8 Create coherent media productions that
synthesize information from several sources.



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hamlet 2.0 multimedia production
This will be accomplished in small groups (teams). Each group will create a coherent media production about one selection of Hamlet, using Keynote, Powerpoint or another computer-based format that synthesizes information from several sources to display an interpretation of that part you have chosen.


Selection #1




Selection #2




Selection #3




Selection #4








This graphic organizer or one like it will help you plan your interpretation.

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Expectations:
1. You will work on this in class.
2. You will work on this outside of class.
3. You will work together as a team.
4. Each member of each team will have a specific role.
5. You will stay focused on the play.
6. You will choose at least five strong sources, keep track of them and cite them.
7. You will stay on schedule.
8. Your production will be original, genius, neat and clean.
9. You will ask for help when you need it.
10. Your production will not be longer than 10 minutes.
11. Every production will cite the sources that were used. Use APA Style. Need help?

This will count as four grades. The first two test grades will be for progress checks. The second test grade will be for your individual effort and performance. The third will be for how the team is evaluated on the finished project.



Watching the Films
If a member or team wants to watch any of these films in my classroom after school, please make an appointment with me. I would be happy to provide a showing. You have to bring your own popcorn though. I will also provide YouTube showings after school at your request.


Steps to getting the hamlet 2.0 multimedia production done:
1. Read selections individually.
2. View clips individually.
3. Read the play and view clips as a group.
4. Research the clip individually.
5. Study the clip individually.
6. Meet as a group to discuss the clip, to probe its depths and to agree upon a shared understanding of it.
Then, arrive at a theory about what the clip means and devise a number or reasons that support your theory.
After that, decide how you will prove each reason is valid by quoting the play.
7. Individually brainstorm ideas for the production.
8. Meet to discuss ideas.
9. Individually research technologies that would fit the production.
10. Meet to decide upon the technology you will use.
11. Individually, according to your role, do the following things:
The researcher will look for and download images, clips, text, sound, etc;
The writer will write text;
The designer will create templates
And leader will organize the gameplan and schedule for getting the production done on time.
12. Meet to update team members on progress and to share ideas.
13. Individually, assess your team's progress.
14. Meet to discuss the content of the production.
15. Individually, gather more content.
16. Meet to discuss the design of the production.
17. Individually, mull over the design.
18. Meet to vote on the content of the production.
19. Individually, organize the content for insertion.
20. Meet to vote on the design of the production.
21. Work together to synthesize the content with the design.
22. Individually, review the production.
23. Meet to discuss problems and possible improvements.
24. Individually, work to improve the production.
25. Work together to edit the production, checking to see that it conforms to the rubric.
26. Meet to make sure the production is on schedule to be burned, posted, saved or finalized.
27. Meet to make final improvements and watch the production as a team.
28. Burn, post, save, upload, export or finalize the production for the class showing.
29. Conduct a self-evaluation and a team evaluation.




hamlet_maclise.png----
What not to do while you are making your hamlet 2.0 multimedia production:
1. Waste time.
2. Procrastinate.
3. Use Sparknotes.
4. Use sources you did not cite.
5. Use Facebook.
6. Argue.
7. Become disorganized.
8. Lose digital data.
9. Complain.
10. Fail to back up the project every day.
11. Lose focus.
12. Give up.
13. Ask for help too late.
14. Miss the deadline.
15. Fail to proofread, using the rubric.

hamlet_millais.jpg

Technologies you might use to make the project:

1. Powerpoint, Keynote or other presentation software (at least 20 slides with sound, text and animation)

Visit iTunes U for the complete guide.


2. QuickTime (Must not be students acting out a scene from the play.)
3. wikispaces (Must have at least 5 pages, containing 3 internal and 3 external links, downloadable docs, pics and text.)
4. voicethread (Must have text, pics and audio.)
5. edublog (Must have text, pics and docs with links and discussion.)
6. podcasting(Must have audio and video.)
hamlet_fuseli.jpg

Technologies you might use within the project:

embedded podcasts (player must be embedded)
RSS (Must be combined with another technology, like wikispaces or edublog.)
Del.icio.us (Must be combined with another technology, like wikispaces or edublog.)
Flickr (Must have at least 20 pics and captions.)
YouTube (How do I download a YouTube Video?) Download direction here.
Or, click here.

Don't restrict yourself to any one of these. You may combine them. You may also have another idea for using technology in your presentation. You have to tell me early though.

note: I don't know how to use any of these things, but I expect you to blow my socks off anyway. This is a technical school. Show me what you've got!

hamletblog2.0



All projects must be playable in class, using webuploading, QuickTime or DVD.

How do I research my topic?

1. Use at least five textual sources.
2. Use APA Style.
3. Use only credible sources.




Teams will be chosen by the teacher.
Roles will be chosen by the teams.

ROLES:
Team leader and editor-Your job is to inspire, organize and motivate the team. You must make sure the members of the team work together, access the techies as needed and talk to the teacher whenever necessary. You also have the responsibility of editing the final project. Most of all, your responsibility is to keep the team on a schedule to meet the deadline. 2/4/11

Web searcher and editor-Your job is to find material on the web that can be used for the project. You will coordinate with the writer and designer to make sure your content fits. You must also site the sources appropriately. Use APA. You must work with the team to edit the finished product before deadline. Use at least five sources in addition to the play.

Designer and editor-Your job is to choose the technology that will be used to create the project, to learn how to use it and to put the project together. You will have to work with the leader to stay on schedule, work with the researcher to choose the content, work with the writer to insert text and work with the whole team to edit the final project.

Writer and editor-Your job is to write all text, to work with the designer to insert that text and to align your work with the designer. You must work with the team to edit the finished product before deadline.



assignments These may require a little research. If you use a source, site it.
Answer these in your blog:

Act 1 Scene 1
Who is the king?
Who is the ghost?
What does "liegemen to the Dane" mean? (1:1:22)
Who is Fortinbras?
Why do they get Horatio out there?
Why does Horatio say that the ghost will not appear?
Where does this play take place?
Why doesn't Young Hamlet become King?
Act 1 Scene 2

What is Hamlet's mood? Why?
What is a hyperion?
What does Hamlet mean when he says that he is "too much in the sun"? (1:2:68)
Why doesn't Gertrude want Hamlet to go back to Wittenbuerg?
Act 1 Scene 3
What advice do Ophelia's brother and father give her? What does the advice say about her? What does it say about them?
Act 1 Scene 4
Hamlet makes a speech about the new King's leadership style. What is the point of what he says? Be specific.
Act 1 Scene 5
Near the end of this scene,

Hamlet tells his friends that he will put on an "antic disposition." What does he mean by this?

Act 2 Scene 1

What does Ophelia tell her father?
Act 2 Scene 2
What does Polonius think is the cause of Hamlet's strange behavior? Why?

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Elsinore

Act 3 Scene 1

When Hamlet says, "To be or not to be. . . ," what does he mean. Prove your answer with examples.
Act 3 Scene 2
Explain how Hamlet makes a metaphor of a flute (pipe) to admonish Rosencrantz and Guidenstern for their disloyalty.
Act 3 Scene 3
Why doesn't Hamlet kill the king when he has the chance?
Act 3 Scene 4
Which line from this scene suggests that Hamlet and his mother may be inappropriately close? Analyze why you chose that line.
Act 4 Scene 1




online forum prompts
When discussing Hamlet on quicktopic , please refer to the prompt by number or question.

#1 This pen and ink drawing by Rossetti (1858) depicts which scene from Hamlet?
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. . . and what would you do, if you were in his shoes?

#2 Compare/contrast 4.5 versions of "to be or not to be"

. . . and explain why Schwarzenegger's Hamlet is ironic?



#3 The story of Hamlet existed before Shakespeare and after.

Connect the dots between Oedipus, Hamlet and The Lion King. Be thorough.

hamlet forum

Hamlet and the Ghost - by Henry Fuseli (1741-1825)
hamlet_fuseli.jpg
www.theatrehistory.com

Part of the reason why the language in Hamlet can be challenging is because the vocabulary is advanced and the usage is unfamiliar. This guide might help you
.

A soliloquy is a device often used in drama where by a character relates his or her thoughts and feelings to him/herself and to the audience without addressing any of the other characters. http://en.wikipedia.org/wiki/Soliloquy

The tragedy as a Shakespearean genre is where the protagonist (Hamet) must be a heroic but flawed character with whom the audience sympathizes. Shakespeare's tragic protagonists are capable of good and evil. Tragedies include the protagonist’s struggle between free will and fate as well as their doomed investigation of a mystery, leading to their suffering and death. This genre has roots in the Greek tragedy of Sophocles. The protagonist struggles to discover “a truth,” but usually learns about truths or the collective truth in addition to “a truth.” This learning is personal and soulful. It is usually the undoing of the protagonist.


The Play-scene in Hamlet - by Daniel Maclise (1806-1870)

hamlet_maclise.png

www.theatrehistory.com


Hamlet Help

LINKS

HyperHamlet

Hamlet: Entire Play

Hamlet-Wikipedia, the free encyclopedia

SparkNotes: Hamlet

Concordance of Shakespeare's complete works :|:Open Source
Hamlet (Regained)
Oxford Edition
Full summary of Hamlet
Hamlet on the Rampar
"Nine Hamlets"
Hamlet//
The Hamlet Enigma
LibraryThing
See Gibson in Hamlet
Literary Criticism on Hamlet
APA Style
Navigators
enotes (side-by-side translation)
Bulfinch's Mythology


Directors:
Sir Laurence Olivier 1948
Franco Zeffirelli 1990
Kenneth Branagh 1996
Michael Almereyda 2000



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LISTEN TO HAMLET
Listen to The Hamlet Podcast of Act 1, Scene 1 here:
Listen to the rest of the play on iTunes @ Shakespeare Lynch Multimedia.
More Hamlet podcasts can be found immediately following the links below.

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PODCASTS
Some people question that the identity of the great writer, William Shakespeare. Was he a fraud? Is there a conspiracy? Listen to this podcast and find out:

Did you know that there is an App for this?

Ever wonder why Hamlet didn't go back to college. He certainly would have been better off. This podcast explores this issue and other like it. [ invalid file: 07 HH7 - Not Going to Wittenberg.mp3 ]

You may know that men have played the parts of Gertrude and Ophelia on the stage, but did you know that women have played the parts of Hamlet?
Go to The Women Who Have Played Hamlet from University of Warwick in iTunes. Not enough file memory to display here, sorry.

Ophelia - by John Everett Millais (1829-1896)
hamlet_millais.jpg
www.theatrehistory.com

IF YOU DON'T UNDERSTAND HAMLET, YOU WON'T UNDERSTAND LIFE!

Hamlet in 60. Click here , and then click on the start button.


Rosencrantz and Guildenstern Are Dead is a play written by Tom Stoppard.





Rosencrantz and Guildenstern Are Undead By Jordan Galland



Gov. Schwarzenegger is a Prince


Woody Allen


Three Minute Hamlet

Hamlet 2, The Movie


The first minute of this video is from the movie, Clueless.
You will be clueless, if you don't read Hamlet.


Ever see the movie Billy Madison?



Kenneth Branagh discusses playing to role of Hamlet in this 1990 documentary. Patrick Stewart narrates.


Ophelia - by Arthur Hughes (1831-1915)
ophelia_hughes.jpg
www.theatrehistory.com








DESE Standards Applied in this Unit
Discussion
1.6 Drawing on one of the widely used professional evaluation forms for group
discussion, evaluate how well participants engage in discussions at a local
meeting.

Questioning, Listening, and Contributing
2.6 Analyze differences in responses to focused group discussion in an
organized and systematic way.

Vocabulary and Concept Development
4.26 Identify and use correctly new words acquired through study of their
different relationships to other words.
4.27 Use general dictionaries, specialized dictionaries, thesauruses, histories
of language, books of quotations, and other related references as needed.

Structure and Origins of Modern English
5.30 Identify, describe, and apply all conventions of standard English.
5.31 Describe historical changes in conventions for usage and grammar.
5.32 Explain and evaluate the influence of the English language on world
literature and world cultures.
5.33 Analyze and explain how the English language has developed and been
influenced by other languages.

Understanding a Text
For imaginative/literary texts:
8.32 Identify and analyze the point(s) of view in a literary work.
8.33 Analyze patterns of imagery or symbolism and connect them to themes
and/or tone and mood.

Making Connections
9.7 Relate a literary work to the seminal ideas of its time.

Genre
10.6 Identify and analyze characteristics of genres (satire, parody, allegory,
pastoral) that overlap or cut across the lines of genre classifications such
as poetry, prose, drama, short story, essay, and editorial.

Theme
11.6 Apply knowledge of the concept that a text can contain more than one
theme.
11.7 Analyze and compare texts that express a universal theme, and locate
support in the text for the identified theme.

Style and Language
15.10 Analyze and compare style and language across significant cross-cultural
literary works.

Myth, Traditional Narrative, and Classical Literature
16.12 Analyze the influence of mythic, traditional, or classical literature on
later literature and film.

Dramatic Literature
17.8 Identify and analyze types of dramatic literature.
17.9 Identify and analyze dramatic conventions (monologue, soliloquy, chorus,etc.)

Dramatic Reading and Performance
18.6 Demonstrate understanding of the functions of playwright, director,
technical designer, and actor by writing, directing, designing, and/or
acting in an original play.

Writing
20.6 Use effective rhetorical techniques and demonstrate understanding of
purpose, speaker, audience, and form when completing expressive, persua­sive,
or literary writing assignments.

Revising
21.9 Revise writing to improve style, word choice, sentence variety, and subtlety
of meaning after rethinking how well questions of purpose, audience, and
genre have been addressed.

Standard English Conventions
22.10 Use all conventions of standard English when writing and editing.
23.15 Craft sentences in a way that supports the underlying logic of the ideas.

Evaluating Writing and Presentations
25.6 Individually develop and use criteria for assessing work across the
curriculum, explaining why the criteria are appropriate before applying
them.

Analysis of Media
26.6 Identify the aesthetic effects of a media presentation and identify and
evaluate the techniques used to create them.

Media Production
27.8 Create coherent media productions that synthesize information from
several sources.

Oral Presentation
3.17 Deliver formal presentations for particular audiences using clear
enunciation and appropriate organization, gestures, tone, and vocabulary.
3.18 Create an appropriate scoring guide to evaluate final presentations.

Evaluating Writing and Presentations
25.6 Individually develop and use criteria for assessing work across the
curriculum, explaining why the criteria are appropriate before applying
them.

Research
24.6 Formulate original, open-ended questions to explore a topic of interest,
design and carry out research, and evaluate the quality of the research
paper in terms of the adequacy of its questions, materials, approach,
and documentation of sources.


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